Abstract

Using a case study research design framed within educational ethnography, this study examines the teaching practices of a batucada group operating independently in a vulnerable neighborhood of Santiago de Chile. Drawing on conceptual frameworks from Community Music and psychological and cognitive theories that support Collaborative Learning, it explores the tutors’ motivations, instructional strategies, and the benefits perceived by participants. The findings suggest that the group functions autonomously and acts as a transformative agent within its community. Members report experiencing significant personal changes through their involvement, identifying the group as a key influence in shaping their identity and fostering recognition in their social environment. The study concludes with a reflection on the paradox of achieving meaningful learning in processes led by tutors who lack formal musical or pedagogical training